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TEACHER'S HANI>B00K 



OF THE 



CITY HISTORY CLUB 



OF 



NEW YORK 



PRICE, 25 CENTS 



Mailed on receipt of price by Secretary, 
City History Club, 

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TEACHER'S Handbook 



OF THE 



CITY HISTORY CLUB 



OF 



NEW YORK 



Part I. Geography and History of 
New York City 

2D Revision, 1908 



Copyrighted, 1890, by Frank Bergen Kelley, A. M,, Ph, D. 



.C G\ 



EXTRACTS 

FROM THE COURSE OF STUDY AND SYLLABUS IN HISTORY FOR 
ELEMENTARY SCHOOLS IN THE CITY OF NEW YORK. 



LOCAL HISTORY. 
Grade 5 B : I. Dramatic events in the early history of New York. 

1. Causes of emigration. 

2. Character of settlers. 

3. The geographical situation, climate and physical features. 

4. Prominent features of Colonial manners, customs and occupa- 
tions. 

5. Striking incidents in the lives of men prominent in the estab- 
lishment of the colonies, as Peter Minuit, Peter Stuyvesant, etc. 

II. Distribution of the two chief families of Indians encountered by 
the colonists ; Iroquois and Algonquins ; their relations with the French 
and with the English. Stories of suffering and heroism on the part of the 
colonists in border warfare. 

V. Stories of New York under the Dutch and under the English ; 
the first settlement on Manhattan Island and on Long Island; Peter Minuit 
and the purchase of Manhattan Island ; Peter Stuyvesant ; industries and 
customs of the people. 

Historic places : the Battery and Bowling Green ; St. Paul's and St. 
Mark's ; the Bowery ; Flatbush and Newtown. 

Grade 6 A: 2. New York in the Revolution. Nathan Hale statue, 
monument to the Marylanders. (Battle of Long Island), Prospect Park, 
Harlem Heights, historical tablets. , 



Gif* 



OUTLINES OF A COURSE OF STUDY. 

While the City History Club prescribes no definite course of study and 
leaves to the individual teacher's discretion the selection of topics and the 
number of lessons to be devoted to a single subject, it has been thought 
advisable to present here a provisional outline of work, together with ref- 
erences to the most accessible works on the subject. 

For convenience the work is divided into general topics, each of which 
is subdivided into separate lessons (17 in all). Teachers following this 
outline must consider the age and abilities of each class, as well as the 
frequency of meetings and the length of time devoted to study. The aver- 
age time allowed for the course is one year. Whenever necessary, how- 
ever, teachers may still further subdivide the lessons. 

A few special references are mentioned in connection with each topic. 
Club illustrations are referred to by number (see pages 22 and 23). 

For fuller titles of books and publishers, see p. 25. 

Note : Where a lesson is divided into A and B these should be made 
two separate lessons in a two-year course. 

TOPIC I.— GEOGRAPHY. 

" Chronology and Geography are the two lamps of History." 
Special Reference. — Waring's "Old Wells and Water Courses of the 
Island of Manhattan " in Historic New York, Vol. I. (Half-Moon Series 
Nos. 10, 1 1, 10 cents each, from the Club ) ; Janvier's " In Old New York "; 
Appleton's Dictionary of New York ; Perry's and Straubenmiiller's 
Geographies; Gratacap's " Geology of the City of N. Y." (Am. Museum 
of Natural History). Ohman's maps of modern New York (send for 
catalogue, 97 Warren Street) ; Tyler's reproductions of ancient maps. 

Club Material. — Club Maps, Illustrations Nos. 2 and 45 ; 3 Club 
maps and historical maps in Excursion Leaflets. 



LESSON I. — Geography of New York. 
A.— Physical Features. 

Practical /*^/«/^.— Physical features of to-day ; islands, harbor, water 
routes and connections, environments [Factory of New England, Farm of 
New York and New Jersey, Fields (coal and iron) of Pennsylvania; Fleet 
of commercial vessels], climate, latitude, longitude, distances. 

Reclamation of land along the Bay and rivers (see maps. Excursions 
VI and VII, Governor's and Riker's Islands, etc.) Former streams and 
ponds (Waring) and their effects to-day on health and building, old canals' 
the Gowanus and Harlem Ship Canals. 

Former and present hills (Murray Hill, Washington and Brooklyn 
Heights); methods of and reasons for levelling them. 

Graphic Methods. — Draw and color large outline maps to illustrate sur- 
face, waterways, shoals, lighthouses, etc. With small maps in hands of all, 
let teacher question class. Use blackboard to note chief points ; encour- 
age scholars to reproduce maps and facts for notebooks. 

Sand or pulp maps are always useful. 

Excursions. — Coney Island, Staten Island or any long ferry. A trip on 
the Elevated Railroad or Subway to Inwood, Bronx or Van Cortlandt 
Parks. A visit to the Battery and walk along the water front. (This les- 
son must be made very graphic for the downtown scholars who seldom see 

nature.) 

Suggestive Questions 

What are contributed to the needs of New York by the truck farms of 
Long Island, the quarries and pastures of Westchester County, the orchards 
and gardens of New Jersey and the waters of the Bay? Why and how 
have lands been reclaimed from the rivers ? For what two reasons may 
New York be called the " Venice of America ?" Take any imaginary sail 
about New York, naming the waters and points of interest e7i route. Why 
are the East and Harlem Rivers not rivers ? In which parts of the city do 
men farm, fish, hunt, manage dairies, run saw mills (by water power), raise 
poultry, quarry, and cut ice and timber ? 

B.— Political Geography. 
Practical Points. — Locate boroughs and counties and show differences 
in nam.e and boundary, districts retaining local names; principal parks ^ 
railroads, ferries, bridges, forts ; to older scholars explain minor political 
divisions (Fielde's Primer), show tunnel routes and deduce reasons for the 
necessity of better rapid transit facilities. Explain government uses of the 
islands in the Bay and East River. 



Graphic Methods. — Illustrate points as in A, coloring boundary lines 
on wall maps. 

Excu7'sio7is. — As in A. 

Suggestive Questions. 

What are the natural and artificial defences of New York City ? Why 
should we " In time of peace prepare for war?" Why are the New Jersey 
towns near New York really a part of the city ? Why cannot they be 
annexed ? 

Note : Fuller explanation will be given in the Teacher's Handbook on 
Local Government. 

For classes of very young* scholars an introductory lesson may pre- 
cede A. For this begin with the meeting place, explaining the use of a 
map by a blackboard diagram of the classroom, indicating the seats of 
teacher and scholars. Gradually extend the diagram to the building, the 
block and the immediate neighborhood, locating prominent buildings and 
adjoining streets. At the close of the lesson walk around the block with 
the class, showing them how to prepare for the next session a map of the 
ground covered. Remember that even very simple technical terms have 
no meaning to the young child. 

LESSON II.— Special Borough Study (Manhattan). 

(Maybe adapted for other Boroughs.) 

Special References. — Janvier; Mines; Historic New York. Maps of 
the Council District and the Assembly District in which the class is located 
(Fielde's Primer o r maps to be obtained from the Election Bureau). 

Practical Points. — Size ; area. Physical features, political divisions, 
direction of streets and avenues above 14th Street, length of street and 
avenue blocks, system of numbering houses, location of various old vil- 
lages — " Harlem," " Bloomingdale," " Carmansville," " Harsenville," " In- 
wood," " Manhattanville," " Greenwich," " Chelsea," Bowery Village, etc. 

"The Swamp" (why so-called), shopping quarters. Printing House 
Square, Grand Central Station, " The Ghetto," " Little Italy," etc. Explain 
terms " East Side," " Down Town," etc. 

Graphic Methods. — As in Lesson I. Have scholars draw maps of the 
Island, noting its shape (canoe or stocking), water boundaries, chief streets 
and parks. On this map mark the meeting place of the class with a 
colored star; mark also the District Union place of meeting and points of 
interest near by. 

Excursions. — Battery, Central Park, Belt Line Railroad, Second or 



Ninth Avenue " L," 42d Street, Broadway*42d Street Ferry, the Subway. 
Fort Washington Park is best to explain physical features. 

Suggestive Questions. 

What are some of the disadvantages of the shape of Manhattan ? Why 
are downtown streets so narrow and crooked, and those above i 55th Street 
so irregular.'' Origin of street names (see Ulmann's Landmark History of 
New York, Appendix). 

S/de Topics. — The projected subway routes; sky-scrapers and ele- 
vators; use of asphalt and macadam : the City Plan of 1807 : its good and 
its weak points. 

(FOR OLDER SCHOLARS.) 

C. ADDITIONAL LESSON.— Comparative Geography. 

Special Helps. — Canadian Pacific or some other good railroad or steam- 
ship map of the world; Panama Railroad map of America; large map of 
United States. Compare New York City with the other " Million Cities " 
{/. e,, with 1,000,000 or more population). Develop the natural reasons for 
a city's greatness, and show how pre-eminent are New York's advantages, 
and how they may still further be utilized. Use colored stars and crayons 
to mark water and railroad routes for commerce. Compare New York's 
advantages with those of the other large cities in the United States, and 
show why New York is and must remain the metropolis, as it is situated on 
the eastern coast opposite Central Europe, on the best natural harbor and at 
the entrance to the most practical waterway to the interior; surrounded by 
a country rich in agricultural and mineral products, and also one of the 
greatest manufacturing districts. 

Compare the features and water line of the city to-day with those of 100 
years ago, and show how the changes have been effected. Exhibit plans 
of other large cities (Baedeker's Guides), and explain how most cities are a 
natural evolution. Show how New York has grown in political area ; 1653, 
Dutch Charter, Island of Manhattan (real city below Wall Street); 1873, 
part of Westchester annexed ; 1895, additional strip of Westchester added ; 
1898, "Greater New York." Use also the maps of Tyler, Janvier, Innes, 
and those in the Excursion leaflets. 

Suggestive Questions. 

How has its geographical situation affected New York ; (a) in its dis- 
covery and trade ; {b) settlement; [c] commerce; [d] French Wars and the 
Revolution ; {e) completion of Erie Canal ; (/) extension of railroads ? Why 



are Philadelphia and Wash'ngton so regular in plan ? What disadvantages 
have New York's rectangular streets as to travel and architectural effect ? 

Additional Topics. — New York's Street Railroad, '1 unnel and Ferry 
System ; the commerce of New York ; the Erie Canal as a factor of the 
city's greatness. Debate: Resolved, that the consolidation of Greater New 
York should aid in the development and mutual advantage of the whole 
territory. Compare rapid transit system with London, Paris, Chicago and 
Philadelphia. 

Debate.— Resolved, that additional subways would better and more 
economically serve rapid transit than additional elevated or suiface Imes 
and bridges. 

TOPIC II.- THE BEGINNINGS OF NEW YORK (TO 1623). 
LESSON IIL— The Indians of New York. 

Club Material. — Maps ; Illustrations Nos. i, 3, 37. Club charts, models 
and slides. 

Practical Points. — General description of Indians, especially of Iro- 
quois of Central New York and the Mohicans east of lower Hudson, the 
Raritans of New Jersey and Staten Island, and the Mohawks of Long 
Island. Tell of the rights and treatment of the Indians; the usual causes 
of Indian wars ; the influence of the Indian on the history of New York. 

Graphic Methods. — Illustrate the lesson by pictures and models of In- 
dians, wigwams, etc. Indicate on maps the location of the chief tribes, the 
villages of Sappokanikan and Shorackappock, and of various Indian relics 
in New York (Wilson Mem. Hist. I, Chapter 2 and note). 

Reports bearing on the Indians and the Geological Survey ''obtained 
through the Department of the Interior) contain many interesting descrip- 
tions and views. 

Excursions. — Museum of Natural History, Indian models and Man- 
hattan and Long Island relics on the main floor (" Chenoweth collection ") ; 
Bolton collection of Indian relics found in Manhattan (at Washington's 
Headquarters, i6ist Street and Jumel Terrace) ; Children's Museum (Brook- 
lyn) ; the Long Island Historical Society and the Brooklyn Institute ; Staten 
Island Association of Arts and Sciences, New Brighton, S. I. (Section V of 
Excursion IV). 

Suggestive Questions. 

How does New York treat the Indians to-day ? Compare an apart- 
ment house with an Indian " long house." In what respects were the In- 
dians of Cooper and Longfellow not true to life } Why is it difficult for an 



8 

Indian to live a wild life to-day? What lessons learned from the Indians 
should we acknowledge in dealing with the Filipinos? What benefits were 
conferred on the later as well as on the earlier settlers of New York State 
by the Iroquois and on the settlers of Manhattan by the Mohicans ? 

B.— Early Discoveries and Trade. 

References. — Fiske's " Discovery of America" ; Old South Leaflet 17, 
and Verrazano's Voyage ; Juet's Journal of Hudson's Voyage ; use also 
special helps of Lesson II, C. 

Chib Material.— Mdi^s, Illustrations, 4, 5. Syllabus, Dutch Period. 

Practical Pomts. — The Renaissance; effects of the compass and the 
printing press; hasty summary of discoveries of Portuguese and Spanish in 
America and Africa ; voyages of Cabot, Verrazano. Hudson, Block, Hen- 
dricksen and Mey ; the building of the Restless and the first houses on Man- 
hattan (Excursion VII, 11 and note); the New Netherland Trading Co., 
1615-21 ; Iroquois Treaty, 1618; petition of the Pilgrims. 

Graphic Methods. — Use maps freely to show the progress of discovery 
and the opening up of the New World. OutHne on maps the Dutch 
voyages and locate trading posts in the West Indies and South America, as 
well as along the Delaware, Hudson and Connecticut Rivers. Explain the 
difficulties of navigation in the i6th and 17th centuries. 

Excicrsions.—lutnox and Astor Libraries, to see old globes and charts 
(later to be in the N. Y. Public Library); Children's Museum, Brooklyn, to 
see models of old style ships (see Excursion VII, Section i ; Excursion IV, 

39)- 

Suggestive Questions. 

Explain why the vicinity of New York, although marked on early maps, 
was not explored until 1609? Upon what did England, France and the 
Netherlands respectively base their claims to parts of New York? Which 
would we consider the best claim ? What was Hudson's real aim and why 
was he disappointed? Why was it left for Italians to give Spain, England, 
Portugal and France claims to America, and how did it happen that Italy 
never had a possession here ? 

LESSON IV. 

A. — The Rise of the Netherlands. 

" The admiration, the envy, the example of the nations." 

References. — Griffis' " Brave Little Holland," Houghton Mififlin ; Motley's 

" Dutch Republic." Griffis' Motley's " Dutch Nation," a condensed form 

of the " Dutch Republic," with the history brought down to date (Harper). 



Club Material. — Lantern slides ; Dutch dolls and houses. 

Practical Points. — Development of Dutch history and character ; 
Dutch war for independence ; freedom of religion and government. 

Graphic Methods. — Make large outline maps of Holland and Belgium ; 
describe and draw pictures of canal?, dikes and windmills ; tell the incidents 
of the Dutch war with Spain. 

Suggestive Questions. 

How have the Netherlands' apparently greatest drawbacks, — size, 
ravages of the sea, lack of timber and Spanish tyranny been her greatest 
blessings } How were Dutch fisheries an important factor in her commer- 
cial and naval importance? Why are the Dutch sometimes called the 
"Yankees of Europe".? Why has Spain, once so rich in colonies and 
strong on the sea, sunk to her present condition } Why has Holland, once 
leader in commercial trade, manufactures, etc., fallen to a comparatively un- 
important position to-day } Is a German a Dtitchman ? Compare the 
Dutch war against Spain with ours } 

B. — The Dutch West India Company and the settlement of 
New Amsterdam. 

" Advance the peopling of those fruitful and unsettled regions and do 
all that the advantage of these countries and the profit and increase of 
commerce shall require " (clause in the charter providing for the settlement 
of New Netherlandj. 

References. — Full text of West India Company Charter : O'Callaghan, 
Appendix A. Letter describing purchase (Todd's " Story of New York "). 

Club Material. — Maps and Syllabus of Dutch Period. 

Practical Poiftts. — Advantages and disadvantages of a commercial 
monopoly ; early privateering and our declaration thereon in 1898 ; the first 
settlement and the character of the first settlers. 

Graphic Methods. — Locate settlements on club maps, also routes of 
trade to Europe {via West Indies) and up the Delaware and Hudson Rivers. 
Tell the stories of Jan de Vigne and Sarah Rapaelje. 

Suggestive Questions. 

Why did the Dutch encourage monopolies in the 17th Century.? Are 
all trusts bad } How may they be made useful } Why did England and 
France delay so long in settling America } 

Name and point out the other settlements in the United States in 1623 } 
Name ten things most necessary for a new colony ? Why is it easier to 



lO 

colonize to-day than it was 300 years ago ? What were the causes of the 
success of Robinson Crusoe and the Swiss Family Robinson ? 

Debates. — Control of Trusts; Competition 2/j. Monopoly ; Comparative 
claims of England and Holland to New York. 

TOPIC III.— THE FOUR DUTCH GOVERNORS. 

Reference. — Tyler's Maps I and III. Old South Leaflet, No. 69, 
" MichaeHus' Letter." Todd ; any school history of the United States. 

Club Material. — Dutch Syllabus and Bibliography ; City History Leaflet 
and Maps; Illustrations 3, 6, 7, 8, 9, 10, 31, 32, 34, 45. Lantern slides. 

Excursion Leaflets I, 29; II (Intro, and i); III (2, 3, 5, 15, 17, 21, 22. 
28, 34); VII (2, 3. 7, 10, 15, 25, 28); VIII (I, 7, Sees. Ill, IVi; IX (Intro., 
65, no, 112, 114, 133, 139); X (Hist. Sketch, 62, note ']f)\ XI locates 
many existing houses of Dutch days. 

LESSON v.— MiNUiT AND Van Twiller (1626-33-38). 

Practical Points. — Purchase 01 Manhattan; Fort Amsterdam, public 
buildings and building of ship New Netherland; government and misgov- 
ernment; " boodle" methods ; 6 bouweries and ist patroonship ; fur trade 
?7^. farming; Indian affairs; boundary disputes; comparison with New 
England and New France. 

Graphic Methods. — On map show forts, settlements, patroon estates, 
lines of fur trade and routes to Europe. By means of the Club illustrations, 
impress the difference between the Dutch hamlet and the American 
metropolis. Tell girls the story of Annetje Jans (Half Moon Series No. 3). 

Suggestive Questions. 

Was it customary to buy lands of the Indians? Compare with the 
policies of England, Spain and France. What requisites of good govern- 
ment were lacking? Why did the West India Company give so little en- 
couragement to colonization ? Why were the patroonships not more pop- 
ular? How did the Dutch colonies differ from those of England in [a] 
purpose, [b] government, [c] relations to the mother country, [d) religious 
freedom, (<?) education ? 

Debate. — Government ownership of land. 

LESSON VI. 

A.— KlEFT AND STUYVESANT (1638-47-64). 

Reference. — Tuckerman's " Peter Stuyvesant." 

Practical Points — Kieft's reforms ; freehold rights ; toleration and New 
England immigration ; new excise laws. (cf. with Raines Laws; see 



II 

Leaflet No. i) ; causes and conduct of Indian wars; the '' Twelve " and 
the " Eight Men " ; Kieft's dismissal and tragic death ; life and character 
of Stuyvesant ; three sources of trouble (New England, New Sweden 
desire for self-government) and how settled ; first city charter ; burgher 
rights; currency regulations (cf. with Silver Question; see Leaflet No. i); 
persecution ; English conquest. 

Graphic Methods. — As in Lesson V ; tell the story of Father Jogues; 
Mrs. Hutchinson, see Excursion X, 139, Mrs. Bayard. Compare the charter 
of 1653 with that of 1898. (See C. H. C. Leaflet on the Dutch Charter 
and Lecture Syllabus, p. 9). 

Suggestive Questions. 

Why could Stuyvesant not keep constant the purchasing power of 
wampum? Why were the Indians so troublesome in Kieft's day } Can 
temperance be secured by sumptuary laws alone ? 

What influence in politics had the English settlers in NewNetherland } 
Discussion : Influence of the pu pit in politics. 

B. — New Amsterdam in 1664; Our Debt to the Dutch. 

G. L. Vanderbilt's "Social History of Flatbush." Van Rensselaer's 
" Goede Vrouw of Monahatta." Todd's " Story of New York." 

See Campbell's Puritans in England, Holland and America," 446-^52. 

Practical Points. — With Innes' map (copy in Excursion No. VII), and a 
map of modern New York City, — compare the two cities in size, popula- 
tion, commerce, wealth, facilities for trade and travel. Point out the traces 
still remaining and take classes on Excursions III, Sect, i, Dutch points 
in VII (see Club material, Topic III). 

Many survivals of Dutch architecture may be seen along Flatbush Ave- 
nue (Excursion VIII, Sect. IV), and in Queens (Excursion XI). 

Our Debt to the Dutch.— Plan of the city below Wall Street; local 
family and geographical names, manners and customs ; first charter ; laws 
as to land tenure ; commercial instinct and integrity ; form of United States 
government ; written constitutions ; religious toleration ; free schools ; 
freedom of thought. 

Suggestive Questions. 

Why IS there not now so much need of canals and windmills in New York? 
Where may they still be found in New York City ? How has the cosmopoli- 
tan nature of New York always affected its history as to (a) customs, {d) 
public spirit, (c) freedom of thought ? Compare with Boston, Philadelphia, 
Chicago. What advantages has a New Yorker to-day over a citizen of 



12 

New Amsterdam as to (a) property and commercial rights, (d) the ballot, 
(c) free speech, education? Why is Father Knickerbocker still properly 
emblematic of New York ? What is the significance of the Dutch City 
Seal (see Club Lecture Syllabus, p. ii)? Of the City History Club badge? 

TOPIC IV.— THE ENGLISH COLONY, 1664-1761. 

(Far from being "dull," as some claim, the English Period is quite as 
fascinating as the Dutch if properly studied and developed. Special atten- 
tion should be paid to the growth of liberty. Tyler's maps are very useful 
for this period.) Read "Journal of Labadists " (1679): L. I. Hist. Soc. 
collection. 

Club Material.— ^Id.^ of English Period ; illustrations 11, 12, 15, 18,31, 
35' 36, 37» 38. 39. Lantern slides. Older classes, where time permits, may 
well follow the lessons in Club Syllabus of the English Period. 

Excursions. — Nos. i. (Intro, and 2, 14, 18, 21, 24, 27) H; HI; IV 
(24, 26, 38, 40) and Philipse Manor Hall, Yonkers ; various points in 
IX, X, XL 

LESSON VII.— First English Governors : Nicolls, Lovelace 
(Dutch interregnum), Andros ; 1664-82), 

Practical Points. — Population in 1664: New Netherland, 6,000; Eng- 
lish colonies, 100,000; New France, 10,000. Changes in government 
under the English ; loss of New Jersey ; Navigation Laws ; Duke's Laws ; 
increase of trade, industry and population ; Stuyvesant's death ; Dutch 
re-capture of New York ; Iroquois treaty ; Bolting Act; local improvements. 

Graphic Methods. — Oii maps show the Duke's grants, English colo- 
nies in 1664 and 1682, French encroachments in New York, growth of the 
city towards northeast, first wards (Janvier, p. 36). Explain the changes in 
flag, language, state church. Cf. city officers as to choice and powers 
with our present system. 

Suggestive Questions. 

Why did England offer such generous terms to the Dutch ? Compare 
her colonial policy with that of France and Spain. What serious conse- 
quences abroad followed the capture of New York? What were the 
reasons for Dutch war with England? Why was the separation of New 
Jersey from New York unfortunate for both ? Cf. the Bolting Act with 
monopolies of to-day. Why were the Dutch willing to exchange New York 
for Guiana ? Cf. the two to-day. State some reasons why the inhabitants 



13 

were disappointed after the change in flag. How did Stuyvesant show his 
American spirit? 

LESSON VIII.— Liberties, Tyranny and Revolt, 1682-1701. 

Governors Dongan, Nicholson (Leisler), Sloughter, Fletcher, Bellomont. 

Practical Points. — First Colonial Assembly and Charter (1683) ; 
Dongan (second) City Charter (1686) ; James' tyranny as King, leading 
to the English Revolution and Leisler's Rebellion ; rise of parties ; first 
French War and Colonial Congress in New York ; piracy and its sup- 
pression ; Bradford's press ; English City Hall ; Trinity Church ; King's 
Bridge. 

Graphic Methods. — On maps show first New York Counties, scenes of 
French forts and massacres, sites of early churches and the City Hall. 
Tell the stories of Leisler and Kidd, with pictures to illustrate the times 
(read the " Bow of Orange Ribbon "). 

Suggestive Questions. 
What elements of self-government were lacking in 1683-86 ? Did any 
other American colony frame its own chapter ? What is a charter } What 
takes its place in New York State to-day ? Has the city still a charter.? 
Was Leisler traitor or hero 7 (Subject for debate.) Why was the growth 
of the city more rapid than under the Dutch ? Why were smuggHng and 
piracy so common.? Why were the Catholics disfranchised } 

B. — Progress in the Colony, 1701-32. 

Governors Cornbury, Lovelace, Hunter, Burnet, Montgomerie. 

Practical Points. — Annual grants of revenue (beginning of "the con- 
flict that was to cease but with independence"); Second French War; 
slavery in New York and the first Negro Plot ; Palatine immigration ; Mont- 
gomerie Charter. 

Graphic Methods. — On map show how lands were reclaimed from the 
rivers. Show by model the size of the first New York newspaper. Tell 
the story of the Negro Plot and compare with the Salem Witchcraft. 

Suggestive Questions. 

How were annual grants a great stride toward freedom } Wherein did 
New York authorities wrong the German immigrants? Should we encour- 
age immigration to-day? (Debate.) Explain the causes of early pesti- 
lences in New York. Are we likely to have general epidemics of yellow 
fever, cholera, typhus or smallpox to-day ? Why not? 



14 

LESSON IX.— Struggles Toward Freedom: the Assembly vs. 
THE Royal Governors, 1732-61. 

Governors Cosby, Clinton, Osborne, De Lancey, Hardy. 

Practical Points.— Zd^s,^ of Rip Van Dam and the freedom of the 
press; salary grants to definitely named oflficials ; third French War and 
the part of Admiral Warren ; Albany Conference, Franklin's Plan of Union 
and the fourth French War; second Negro Plot; King's (Columbia) Col- 
lege ; reasons for the slow growth of the Province of New York : [a) feudal 
manorial system, ib) bad government, [c] frontier dangers, (d) New York 
a " Botany Bay." 

Graphic Methods — On maps show chief points of French attacks and 
what New York gained by the Treaty of Paris (1763). Show Z shape of 
New York's settlements (lines of Mohawk, Hudson and L. I.). On black- 
board or chart show following figures: population, 1756, New York, 
100.000; Connecticut, 143,000; the Thirteen Colonies, 1,500,000. Popula- 
tion of New York City, 1703, 5.250; 1723, 7,248; 1749, 13,294; 1765, 
25,000 (less than Boston or Philadelphia). 

Enlarge Club map of English period for class ; point out chief physical 
and poHtical features ; sites of colonial houses and Old Post Road. Take 
an excursion to Van Cortlandt Mansion. Washington's Headquarters, 
King Mansion, Jamaica or Bowne House, Flushing. 

Suggestive Questions. 

Why were the Assemblies generally victorious in their struggles with 
the Governors? Why did they occasionally side with them .^ What in- 
fluence did the French Wars exert on American independence? How 
were the Iroquois a means of colonial defence? What part did the Wall 
play in restricting the growth of New York ? Why did New York so fear 
the negroes ? Why have we abolished such cruel penalties as were then 
exacted ? Where may old milestones still to be seen ? What has the Club 
planned to do with them and why ? (The Club has an illustrated lecture 
on "The Milestones and the Old Post Road.") Describe some modern 
schemes to control the press. 

Discussion : The object of punishment for crime : revenge, to restrain 
the criminal, to protect the innocent or to reform the guilty. 



15 

TOPIC V.-THE AMERICAN REVOLUTION, 1761 83. 

Ch^d J/c7/er/a/.—M3ips— Excursion I, II, III, IV, VIII; Syllabus- 
Revolutionary Period; illustrations, 12-18; lantern slides. Lecture Sylla- 
bus, Rev. Period. 

Exciirsicms. — P.evolutionary points in all Excursion Leaflets. 

LESSON XVI. — Struggles Toward Freedom: the People vs. 

Parliament. 

Governors Monckton, Golden, Moore, Golden. Dunmore, Tryon, 1 763-76. 

" Virginia marshalled resistance, Massachusetts entreated union, New 
York pointed to independence." — Bmicroft. 

" The first resistance came from New York, the first idea of union was 
formulated in New York, and in New York independence was the early- 
ultimatum."--/. A. Stevens. 

Practical Points. — Causes of the Revolution : taxation without repre- 
sentation (Navigation Laws, Writs of Assistance, Stamp and Tea Taxes, 
etc.); Stamp Act of Congress and local riots ; Non-Importation Agreements 
and the organization of the New York Chamber of Commerce ; New York 
Tea Party and the Battle of Golden Hill ; the Marinus Willett affair. 
Importance of the struggle in America, England and (later) for the 
English Colonies. Two parties (Conservative and Liberal) fought in two 
continents ; in England to regain lost liberty, in America to preserve and 
extend present liberty. Pit and Burke vs. George III and Lord North; the 
Livingstons, Schuylers and Sons of Liberty vs. the De Lanceys, Dc Peys- 
ters, Philipses and Johnsons. 

Graphic MetJiods. — Illustrate the above points by incidents and by 
selections from the speeches of Pitt, Burke, Henry, Otis, etc. Tell the 
stories of the tumults in New York and the early acts of Alexander 
Hamilton. 

Suggestive Questions. 

Why were the Navigation Laws not strictly enforced until after 1760.? 
Why may taxation without representation become tyranny .'' Is anyone 
taxed to- day in the United States without representation ? How is it with 
women, the inhabitants of Washington, the territories and new colonies } 
How is it where there are educational or property qualifications } Would 
unlimited suffrage be better? Compare New York's observance of the 
Non-Importation Agreements with that of other cities. Was New York 
less loyal to the principles of liberty than other colonies.^ Why were there 
oo many Tones in New York? Why is "jingoism" less pronounced in 



i6 

New York than elsewhere ? Was the destruction of the stamps and tea 
strictly honorable ? Compare the Liberty Pole affair with the Boston 
Massacre. 

LESSON XL— Battles in New York : Brooklyn, Harlem, Fort 
Washington, 1776. 

(See "Memoirs of the L. L Society," Volume III; Battle of Harlem 
Heights, " Historic New York," Volume H, No. 10, " Half Moon Series " ; 
Stiles' " History of Brooklyn " and " Kings County"; Articles in Maga- 
zine of American History. 

See also references in Excursion Leaflets and Lecture Syllabus. 

Practical Points. —British plans to take New York ; arrival of the 
fleet ; defenses of the city : arrival of Washington ; effect of the Declara- 
tion of Independence ; story of the three battles : Long Island, Harlem 
Heights, Fort Washington and other affairs on the East River and in the 
Bronx. 

(Classes in Brooklyn should specialize on the first battle. Classes in 
Bronx study particularly the American retreat and British pursuit.) 

Graphic Methods. — By means of colored stars, triangles, lines and 
dashes indicate on maps the forts, camps, lines of march and positions of 
armies. Much data can be obtained from club map of English period and 
special references named above. Show the parts played by Hamilton, 
Burr. Andrew McGown, Nathan Hale, Mrs. Murray and Margaret 
Corbin. 

Excursions. — Nos. IV and VIII. 

Suggestive Questions. 

Why were New York City and the Hudson River objective points of 
the British } 

Why did the Indians and the Canadians side with the English ? What 
were the causes of our defeat at Brooklyn ? Should raw troops be blamed 
for apparent cowardice? Compare the defenses of New York with those 
at present. Compare warfare in the Revolution with that of the present 
time. Where was Hale executed (Excursion V, 30) ? Where are statues 
to his memory ? 

What made the American success at Harlem so important } Locate 
all the tablets to mark Revolutionary events; all lemains of Revolutionary 
forts, etc. 



LESSON XII.— New York in Captivity, 1776-1783. 

Special Reference. — Interesting reminiscences in Booth's " History of 
New York," Chapters 15-17; Stiles' " Brooklyn "; Half Moon Series : " The 
Neutral Ground," Vol. II, No. 12, "Historic New York." 

Practical Pomts. — Bxixumg of the city; New York becomes the head- 
quarters of the British army and navy ; treatment of prisoners ; Washing- 
ton's retreat ; the failure of Burgoyne's invasion ; French alliance ; skir- 
mishes of "Cowboys" and " Skinners " on the "Neutral Ground "; cold 
winter of 1779-80; Arnold's treason; Stony Point and Paulus Hook 
Washington's " grand reconnaissance " and Yorktown ; peace and evacua- 
tion (November 25, 1783), American occupation and Washington's fare- 
well at Fraunces Tavern. 

Graphic Methods. — On maps indicate scenes of the struggle in New 
York State, New Jersey, and the " Neutral Ground "; location of prisons 
burnt areas ; forts, etc. Show the British and first American flags. 

Excursions.— {^o?.. I, VI, VIII), "Martyrs' Memorial" in Trinity; 
Martyrs' Monument in Fort Greene Park, Brooklyn. 

Suggestive Questions. 

Wherein is warfare more humane to-day than 100 years ago.'* Did 
cruelty to prisoners injure or aid the cause of independence.'' Why was 
Brooklyn's memorial to the prison-ship victims so long delayed ? Why 
were the sympathies of the common people of England with America ? 
Why are English colonies to-day so prosperous and self-satisfied ? Why 
did 100,000 Tories leave the United States for Canada } Should we to-day 
hold any hard feelings toward England ? Should we blame the descend- 
ants of the " Loyalists " in Canada for unfriendly feelings toward the 
United States } 

TOPIC VL— THE FEDERAL PERIOD, 1789-1900. 

Club Material, — Modern maps in Excursion Leaflets.— Maps : illustra- 
tions 19-31 and 40-44. Club Slides. Lecture Syllabus. 

LESSON XIII.— The Free City : New York the Capital, 1783-1807. 

American occupation ; revival of trade and rebuilding of the City, 
which becomes the State Capital ; the Federal Procession ; Washington's 
Inauguration. 

Practical Points. — New York, the capital of the United States until 
1790, of the State until 1797 ; effect of Jay's Treaty on commerce ; begin- 



i8 

nings of free schools and literary and political societies ; growth of the 
city ; corruption in State politics ; extension of the franchise ; gradual 
emancipation of slaves ; death of Alexander Hamihon. 

Graphic Methods. — On maps show growth of the city and first city 
parks. Read " The Fourteen Miles Round " (Historic New York, Volume 
II, No. 6, "Half Moon Series.") Give an account of the Hamilton-Burr 
duel, of society life during the last days of the century, of the Creek In- 
dians' visit to New York and of the lives of J. J. Astor and Robert Lenox. 

Excursions.— I, II, III, IV, Hamilton Grange and Washington's Head- 
quarters. 

Suggestive Questions. 

Why was the United States capital removed to Washington and what 
were some of the results ? How was the City Seal changed ? What is 
meant by " freemen " and the " freedom of the city "? 

Why was foreign commerce so restricted in this period ? When were 
all slaves freed in New York ? In the United States ? How did New 
Y'ork merchants regard the Jay Treaty T How did the common people 
regard it } Why ? When did New Yorkers first vote by ballot } Why is 
this better than by viva voce? Was Mayor Livingston right in refusing to 
display even the American flag on public buildings on foreign holidays ? 
Why were State politics more corrupt in 1800 than they aie to-day ? 

LESSON XIV.— The War of 1812 and the Beginnings of New 
York's Commercial Greatness, 1806-37. 

Practical Points.—'' Three beneficient genii": (i) Fulton's steamboat, 
1807, (2) Erie Canal, 1825, (3) Railroads (Erie, 1836). Causes, defensive 
works and results of the War of 181 2 ; renewal of commerce ; New York 
the Empire State and New York the Metropolitan City in 1825 ; present 
City Hall, 181 2; first steam ferry, 181 2; first gas, 1823; first omnibus, 
1830; first horse car, 1831 ; first mayor's election (since 1689), 1834; the 
plague of 1832; tire of 1835; panic of 1837; New York's literary men : 
C. B. Brown, Irving, Paulding, Halleck, Drake, Cooper, Poe, Bryant. 

Graphic Methods. — Illustrate the "Commissioners' Plan " of 1807 and 
its chief defects (see " The City's Plan" in "Municipal Affairs," March, 
1898) ; defenses of 181 2 ; early omninus routes to Greenwich and Harlem ; 
burnt area of 1835 ; Erie Canal. Describe early modes of travel, costumes 
and architecture of the times. Tell the story of the discovery and applica- 
tion of steam, the building of the Erie Canal, the schoolboys' part m de- 
fending New York, and Lafayette's reception. Show figures to illustrate 
the growth of New York State and City. 



19 

Exciirsiotis. — I, City Hall; VII, Aquarium (old Castle Clinton), and 
Fort Jay, canalboats in Coenties Slip ; V, Fourth Avenue tunnel ; block- 
houses (Ex. No. IV, I, 2, 3, 6, 7) ; VIII, Navy Yard. 

References. — Remsen's Life of DeWitt Clinton; the DeWitt Clinton 
Book (obtained at 23 W. 44th Street) ; lives of Astor, Vanderbilt, Peter 
Cooper. 

Suggestive Questions. 

Why should Fulton, the successor of so many inventors of steamboats, 
be so highly honored ? Was it right to give him a brief monopoly of steam 
traffic on the Hudson ? Why are patents granted ? Why was not steam 
applied immediately to ocean commerce ? In what two ways did the Erie 
Canal help New York ? How is it now being improved ? Describe a lock. 
What connection existed between the fire of 1835 and the water supply.? 
How was the Collect Pond drained } What might better have been done 
with it ? 

Discussion. — Should the Mayor be elected as at present, by the people, 
or appointed by the State government, or by the aldermen ? 

LESSON XV.— Period of Great Expansion, 1837-67. 

" For faciUties of commerce and trade the whole United States to-day 
is no larger than Rhode Island in 1798 ; Portland, Oregon, is no farther 
from Washington than Portland, Maine, 100 years ago." — Fiske, 

Practical Points. — Increase in commerce due to fast clipper ships, ex- 
tension of steam navigation, canals, railroads, the telegraph and the At- 
lantic Cable ; great immigration due to war and famine in Europe, cheap 
transportation, need for unskilled labor in the United States and the dis- 
covery of gold; (population of city, 1835, 270,000; 1850, 500,000; i860, 
800,000; Ward Schools (1842) joined with " Public Schools "in 1853 ; Cro- 
ton Aqueduct, 1842; Central Park site purchased 1856; first American 
World's Fair in Crystal Palace, 1853; franchise extended by removal of 
properly qualifications ; effect of spoils system ; New York in the Civil 
War; Ericsson's monitor. 

Graphic Methods. — On maps show line of Croton and other aqueducts 
and reservoirs [Century, December, 1889, and Water Department maps), 
and the extension of the built-up portion of the City (1843, to 14th Street ; 
1850, to 34th Street; 1865, to 42d Street). Make picture charts to illustrate 
the factors of New York's commercial greatness (railroad, telegraph , 
canals, ocean steamers, etc.). 



20 

Excursions. — High Bridge and Central Park Reservoirs ; East and 
North River docks ;. an ocean steamer ; Ericsson's statue (Battery); Ellis 
Island; a trip in the "Dolly Varden R R." from West 30th Street to 
Spuyten Duyvil, returning by New York Central to 42d Street ; Central Park. 

Special Reference. — Roosevelt's History of New York. 

SuGGESTi\ E Questions. 

Why was the immigration at this time of a less desirable character than 
in the previous period ? How did it affect politics, city government and the 
tenement-house problem ? Why were there so many riots in New York 
and why are they not so much feared to-day ? 

How was the purchase and improvement of Central Park a good busi- 
ness investment for New York ? What are the four chief uses of city water, 
and why should we not waste it.^ How did Ericsson help save the Union 
as well as the shipping of New York ? How did New York women help 
the Union ? 

What causes have reduced the importance of canals } 

LESSON XVI.— New York the Metropolis, 1867-1908. 

Practical Points . — Factors of metropolitan greatness : (i) rapid transit 
facilities (Elevated Railroad, experimental, 1867; successful, 1877; Park 
Avenue tunnel and New York Central railroad lines; cable and electric roads ; 
bridges to Brooklyn ; subways) ; (2) harbor improvements (removal of ob- 
structions at Hell Gate and Diamond Reef; Harlem Ship Canal, Brooklyn 
and other Bridges); (3) elevators and tall buildings ; (4) Atlantic Cable, the 
telephone and improvements in the telegraph ; (5) improved street lighting 
and the consequent suppression of crime ; (6) consolidation of Greater New 
York, and bringing of all districts adjacent to the harbor (except New Jer- 
sey), under uniform control. Corruption in politics; Tweed Ring; growth 
of independent party ; era of civic study and local patriotism ; increase in 
park area ; uptown movement ; advance in educational and philanthropic 
-enterprises. 

Graphic Methods. — Make picture sheets to illustrate factors of the 
metropolis. On maps show improvements in rapid transit and the progress 
uptown. 

Excursions.^Y.-A.%\. River Bridges ; harbor trip ; Elevated Railroad or 
Subway to Morningside Heights; top of some high building; recreation 
centers, roof gardens, farm gardens, larger settlement houses, etc. 



21 

Suggestive Questions. 

How are the waterways about New York more of a hindrance than a 
help to-day ? What schemes for better rapid transit have been suggested ? 
Compare our rapid transit facilities with those of London or Paris. How 
can consolidation be a means of advancing the prosperity of New York? 
Is mere bigness a sign of greatness ? 

Side Topics. — Cawsts of and possible cures for strikes. The tenement- 
house problem (Riis' " How the Other Half Lives"), Value and uses of 
small parks in congested districts. 

TOPIC Vn.-LOCAL STUDIES. 

LESSON XVn.— Study of Particular Sections of New York 

City. 

Classes outside of Manhattan should devote several lessons to the study 
of their own borough. The following subjects with a few references are 
suggested: Brook/yn — Wilson, Chapters i and 20; " Historic New York, " 
Volume n, " Breuckelen " ; Long Island Society Memoirs, Stiles' "Kings 
County and the City of Brooklyn " and " History of Brooklyn " ; R. R. Wil- 
son's " Historic Long Island "; Club Excursion VIII. Queens — County His- 
tories : '* Riker's Annals of Newtown "; Excursion XI. The Bro7ix — Com- 
fort's "History of Bronx Borough " ; "Historic New York," Volume I: 
" The Neutral Ground " ; Shonnard's " History of Westchester County " ; 
Baird's " Huguenots in Westchester " ; Bolton's " History of Westchester 
County." Excursion IX. Richmond — Morris' "Memorial History of 
Staten Island " ; Wilson's " Memorial History of New York," Volume IV, 
Chapter I ; Excursion X. 

Classes situated within the bounds of former villages might also study 
the local history, e. g., Harlem (Riker's History); Bloomingdale (Mott's 
Bloomingdale); Chelsea and Greenwich (Janvier, R. R. Wilson, etc.); other 
references and the historic landmarks may be found in the Excursion 
Leaflets. 

Miscellaneous Topics for Older Classes. 

The Islands of New York Bay and the East River and their uses. 

Geology and Minerals of New York City. 

Flora and Fauna of New York City. 

Literary men. Political Leaders, Inventors, Artists, etc., of New York. 

The Defences of the Harbor. 



THE SCHEME OF CITY HISTORY WORK AS USED IN A CLUB 
AT THE ETHICAL CULTURE SCHOOL. 

The Fourth Grade of the Ethical Culture School is organized into a 
City History Club, and the club work is incorporated into the work of the 
grade. The children are beginning history and geography, and the his- 
tory, geography, nature and reading are based upon the study of New 
York as a port. These various threads: the geographical, in leading to 
the understanding that climate makes commerce, and that the waters are 
a natural road, and in showing the position of New York in relation to the 
world ; and the historical thread in revealing that the city was founded for 
and grew up through commerce, are woven together to form a climax of 
relations which the child shall CDme upon with a sense of discovery. 

Poems such as "Excelsior," "The Brook," "Shelley's Cloud," the 
" Sea," and parts of the " Building of the Ship " are used as the literary 
expression of this work. The art lessons are also utilized. So that a per- 
fect correlation of the studies is obtained by the one underlying thought. 

Perhaps I can best illustrate this correlation by describing the last Park 
excursion. It was to the upper section, and its special purpose was to ob- 
tain an idea of the island in the days of the early settlers. But the map 
work also played an important part. The children had never understood 
the meaning of a map before they entered this grade= After several les- 
sons in geography and mathematics on direction and proportion, the chil- 
dren were ready for the Park. They drew Uttle charts of the section, put- 
ting in the main drives. These charts were fastened to drawing-boards 
and taken with us, and the children were expected to get their bearings 
from the sun and the roads, and to fill in their maps as they went along. 
They also looked for the springs, and saw from the waterfall which way the 
water was flowing. And when at Fort Clinton they stood overlooking the 
Mere, noting its shape and putting it in their maps, they picked out with 
much interest the shore-forms. 

In their nature work they were studying the oaks as types of the trees 
the early settlers found. And they also gathered seeds, illustrating their 
lessons on the fall, and leading to an understanding of the effects of climate. 

On the history side of the excursion the children imagined themselves 
a band of the early settlers' little ones ; the boys thought the girls should 
be placed in the middle, and they kept out of the leaves so as not to make 

a trail. 

At McGown's Pass their teacher gathered them around her and told 
them the story. They marched through the Pass like a little regiment. 



25 

When we came to Fort Clinton they marched up to the song of the " Red, 
White and Blue." Fort Clinton was connected with their history, and after- 
ward we went to the Block House, where they were again much interested. 

On the ideal and inspirational side they were tested for the feeling of 
the " scenery " and for poetry to express it. 

May not all this become the "object lesson," extended to its widest, 
deepest meaning? It is all real to the children, because they see New 
York, but New York as a port is seen as a type of a larger world and in 
connection with that world. 

The best result gained seems to me the idea of law. The children 
see the relation oi the part to the whole, of cause and effect; they get 
a hint of great physical laws, and they begin to understand the mean- 
ing of human law. It is as a practical, concrete illustration of this last 
that the club membership is of such value. When the tirst meeting was 
given to the children they knew not what to do with the precious privi- 
lege. Some suggested this, and some that ; but who was to decide, say- 
ing what was the will of the majority? They saw that they must have a 
head — some form of procedure, and some laws. A chairman was called 
and a committee appointed to draw up a constitution, which the club voted 
upon at their next meeting. When they came to the point in their history 
where the States voted for the Constitution they knew what it meant and 
watched eagerly for the action of New York. Still more of the ethical 
significance of law do they obtain from seeing how each must give his 
neighbor the same chance that he wants for himself. And the larger con- 
nection with the City History Club helps them to understand a connection 
with a larger whole, and to look outward to the great world. 

[From a paper read by Miss M. E. Crouse at a Club Teachers' 
Meeting. ] 



24 

PUBLICATIONS OF THE CITY HISTORY CLUB. 

*Public School Teachers are advised that they can secure the starred 
publications for themselves and their classes through the Supply List of 
the Board of Education (Nos. 3778, 3967, 3968). 



Syllabus of a Course of Study on the History of New York, with sug- 
gestive questions on the Dutch Period ; 10 cents. 

Bibliography of the Dutch Period ; 10 cents. 

City History Club Leaflet No. i, "An Early Excise Law; The Currency 
of New Amsterdam " (translations of early Dutch laws); 5 cents. 

Syllahus of a Course of Lectures and a General Lecture on New 
York (used in the Public Lectures of the Board of Education during the 
celebration of the 250th anniversary of the founding of the city) ; 25 cents. 

*Teachers' Handbook : OutHnes of a Course of Study in Local Geog- 
raphy and History (revised, 1908) ; 25 cents. 

Oraphic YieW«! of Government : to illustrate the relations of our Na- 
tional, State and City Governments ; 16 pp., 6 plates ; 10 cents. 

Teacher's Handbook of the Government of New York City : an out- 
line of city government with methods of presentation (in preparation) ; 
25 cents. 

Historical Souyenir Postals: 10 cents per set of five. 

Club Game — (revised 1908]: a historical game of cards containing 
many facts about New York City History ; played like the the game of Au- 
thors ; 25 cents. 

*City History Illustrations: 45 small pictures of the famous men, 
buildings and events of local history ; 25 cents per set. 

I, Indian Village; 2, Fresh Water Pond ; 3, Purchase of Manhattan ; 
4, Half Moon ; 5, Henry Hudson ; 6, Stadt Huys ; 7, Block House and City 
Gate; 8, Broad Street ; 9, Fort Amsterdam; 10, Stuyvesant ; 11, Fulton 
Ferry, 1746; 12, Van Cortlandt Mansion ; 13, Battery and BowHng Green, 
1776; 14, Exploit of Marinus Willett; 15, Jumel Mansion; 16, Nathan 
Hale; 17, Provost (Register's Office) ; 18. Fraunces' Tavern; 19, Federal 
Procession ; 20, Hamilton Grange ; 21, Federal Hall, 1789 ; 22, John Jay ; 
23, Alex. Hamilton ; 24, J.J. Astor ; 25, Robert Fulton ; 26, The Clermont ; 
27, Devvitt Clinton; 28, Croton Water Procession, 1842; 29, The Dread- 
naught ; 30, Washington Irving ; 31, Three City Seals ; 32, BowHng Green, 
1899; 33. Harlem Heights Battle Tablet ; 34, Dutch School ; 35, Leisler's 
House and the Fort ; 36, Leisler's Rebellion ; 37, Indians and Queen Anne ; 
38, Zenger Trial; 39, Bellman on Rounds; 40, Tea Water Pump; 41, 
Bull's Head Tavern; 42, Canal Street, 1812; 43, Draft Riots, 1863 ; 44, 
Lawrence's Medal ; 45, Map of New York, below Wall Street. 

Note. — These pictures should be given out at intervals in connection 
with the lesson. Only those scholars who paste them in the note-books 
and write short compositions thereon are entitled to receive them. 

(A limited number of odd pictures may be obtained at 3 for i cent.) 



25 

CITY HISTORY CLUB MAPS. 

* Small Colored Map of Greater New York. 5 cents ; 10 for 25 cents ; 
$2.00 per 100. 

Large Colored Bird's-eye View of New York, 10 cents. 

City History Club Map of New York in the English Period; 5 cents. 

Outline Map of Greater New York, 2 cents each ; 20 for 25 cents ; 100 
for ^i.oo. 

N. B. Many valuable historical maps are reproduced in the Excursion 
Leaflets. 

HISTORICAL EXCURSION LEAFLETS. 

*No. L — City Hall to Wall Street, 16 pp., i cut, 2 maps; 5 cents. 

*No. n. — Greenwich Village and Lispenard's Meadows, 16 pp., 3 maps ; 

5 cents. 
*No. HL— The Bowery and East Side, 16 pp., 3 maps ; 5 cents. 
*No. IV. — Central Park to Kingsbridge, 20 pp., 5 maps ; 5 cents. 
*No. v.— The 19th Century City : 14th Street to i loth Street ; with Sup- 
plement C, 24 pp., 2 maps; 5 cents. 
*No. VL — Fraunces Tavern, 8 pp., i map, 2 cuts ; 5 cents. 
*No. Vn.— South of Wall Street, 16 pp., 2 maps ; 5 cents. 
*No. VHL— Historic Brooklyn, Part I, 12 pp., 4 maps, 2 cuts; 5 cents. 
No. IX. — Historic Bronx, 30 pp., 5 maps; 10 cents. 
No. X. — Historic Richmond, 24 pp., 3 maps ; 10 cents. 
No. XL— Historic Queens, 36 pp., 5 maps ; 10 cents. 
No. XII.— Historic Brooklyn, Part II; 10 cents (in preparation). 
*Sui)plement B. — Additions and corrections, 1906. (Free with set.) 
♦Supplement C. — Additions and corrections to Excursion V. (Free 
with V.) 

Note. — The above historical itineraries have been carefully prepared 
and revised by the Superintendent of the Club and the Committee on His- 
toric Traces, consisting of the following members : Reginald Pelham Bol- 
ton. Thomas J. Burton, Randall Comfort, Edward Hagaman Hall, Francis 
W. Halsey, James H. Innes, Charles H. Lamb, Hopper Striker Mott, Dr. 
George W. Nash, August R. Ohman, and Albert Ulmann. 

It is purposed to combine these leaflets in a complete illustrated His- 
torical Guide Book of New York. 



26 

BOOKS RECOMMENDED TO TEACHERS. 

Todd's " The Story of the City of New York " [Putnam, special rates 
through the Club ; generally used as the Club text book, although in some 
ways his " History of New York" (American Book Co.) is better adapted 
to the purpose]. 

Goodwin's " Historic New York " (2 bound volumes of the " Half Moon 
Series," which may be purchased separately from the Club at 10 cents each) 
Putnam ; special rates to Club teachers. 

General Works of Reference.— hdivah's " History of New York " 
(Barnes); Wilson's " Memorial History of New York " (N. Y. History Co.); 
Van Pelt's " Leslie's Histor)' of New York "; Roosevelt's " New York City " 
(Longmans, Green & Co.); Valentine's Manuals; Innes' " New Amsterdam 
and its People "; invaluaole for the Dutch period (Scribner). 

For locals tudies a7nl excursions. — Janvier's " In Old New York " and 
" The Dutch Founding of New York " (Harper); Mines' " Felix Oldboy's 
Tour Around New York " (Harper); Miss Greatorex's " Old New York "; 
Hemstreet's " Nooks and Corners of Old New York " and " When Old 
New York Was Young-" (Scribner); Hemstreet's " Literary Landmarks of 
New York " (Putnam); R. P. Bohon's " Fort Washington '' (Empire State 
See. Sons of Am. Rev.); Ulmann's "Landmark History of New York " 
f Appleton); R. R. Wilson's " New York Old and New " (Lippincott); Mott's 
"The New York of Yesterday: Bloomingdale " (Knickerbocker Press). 
See also references in Excursion Leaflets. 

Guide -5^^/^.?.— Baedeker's " United States "; Alden's " Manhattan, His- 
toric and Artistic" (Morse Co.); Appleton's Dictionary of New York and 
Vicinity; Rand, McNally & Co.'s " Handy Guide to New York City." 

Geographical, ^/^.— Geological Atlas of the United States, New York 
City Folio, published by the United States Geological Survey ; Gratacap's 
" Geology of the City of New York" (Am. Museum of Nat. History); H. 
D. Tyler's reproductions of famous historical maps (Dunreath Pub. Co., 29 
Wall Street); Smith and Perry's Geography of New York City (Am. Book 
Co.); Straubenmliller's "Geography of New York " (also a history and 
general description pub. by Ginn); Ohman's modern maps of New York 
(97 Warren Street); Rand, McNally & Co.'s pocket maps of New York. 

Biographical.— lAv^s of Stuyvesant (Tuckerman), Hamilton (Lodge), 
DeWitt Clinton (Remsen), John Jay, etc. 

Sociological.— ^\\s' " How the Other Half Lives " (Scribner) and " The 
Ten Years' War"; Betts' "Leaven in a Great City "; Tolman and Hem- 
street's " The Better New York " (Baker & Taylor Co.). 

Methods. — \^v:\s<^2^€s "How to Study and teach History" (Appleton). 
Articles in N. Y. Teachers' Monographs, June, 1899; March. 1903; March, 
1904; " School Work," Nov., 1903 ; "Work with Boys " (Gen'l Alliance of 
Workers with Boys, 14 Beacon St., Boston). 

See also Club Syllabi, references throughout this Syllabus and the Club 
Excursion leaflets. 

Ulmann's "Landmark History of New York" (Appleton), contains a 
very full Bibliography of New York. 



27 

CLUB NOTE BOOK SYSTEM. 

The Club uses specially prepared manila covers, to hold ruled paper 
(for notes) and unruled paper (for sketches and maps). These may be 
bound with brass fasteners (covers, i cent; paper, lo sheets for i cent). 

LANTERN SLIDES AND LECTURES. 

Experience has amply proved the value of lantern slides in teaching. 
The Club now possesses about 2,000 lantern slides which have been 
used to illustrate the following lectures : 

" New York under Father Knickerbocker." 
" New York in the English Period." 
" New York during the Revolution." 
" New York during the Federal Period," 
" Graphic Views of Government." 

" Holland and the Dutch War with Spain for Independence." 
" Modern Holland and the Coronation of Queen Wilhelmina." 
" Amsterdam and New Amsterdam." 
" Historic Brooklyn." 
" The Battle of Long Island." 
" Historic Bronx." 

" The Development of the Metropolis." 
'• The Geography of New York." 

" Historic Traces in New York To-day," which may be made a 
single lecture or course of ten to correspond with the first ten Excur- 
sion Leaflets. 

The Government and Administration of New York City : a single 
lecture or course of 10 as follows : 

I. History and Development of the Charter of the City of New 
York. 
II. The present City Charter (no slides). 

III. The Police Department. 

IV. The Fire Department. 

V. The Street Cleaning Department. 
VI. The Department of Correction. 
VII. The Department of Charities. 
VIII. The Departments of Docks, Ferries, Bridges, &c. 
IX. The Tenement House Department. 
X. The Department of Education. 

NOTE. — Some 300 slides on the Administration of the City are the gift 
of the Citizens' Union. 



28 

The Holland Slides were nearly all purchased abroad in Amsterdam 
and London ; some were reproduced from old Dutch prints. 

About 500 lantern slides acquired in 1905 are a gift from ex-Mayor Low 
to the City History Club, in recognition of the 250th anniversary of the 
granting of a Charter to the City of New York, and of the part taken by the 
City History Club in celebrating that event. 

On that occasion the Superintendent prepared a syllabus of a single 
lecture and of a course of three lectures, on local history. This may be 
purchased (for 25 cents) or hired with the slides therein described. 

These slides may be hired and kept a short lime, or lecturers may be 
secured. Terms on application. The slides should be selected in person 
as the Club prints no catalogue except that contained in the syllabus. 



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